Project

CLASSROOM MANAGEMENT TECHNIQUES AND ACADEMIC PERFORMANCE IN AGRICULTURAL SCIENCE AMONG SECONDARY SCHOOL STUDENTS

CLASSROOM MANAGEMENT TECHNIQUES AND ACADEMIC PERFORMANCE IN AGRICULTURAL SCIENCE AMONG SECONDARY SCHOOL STUDENTS

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TABLE OF CONTENTS

Title Page

Dedication

Acknowledgements

Certification

Abstract

Table of Contents

 

CHAPTER ONE         –       INTRODUCTION

1.1    Background to the study

1.2    Statement of the problem

1.3    Objective of the Study

1.4    Significance of the study

1.5    Research Questions

1.6    Research Hypotheses

 

CHAPTER TWO        –       REVIEW OF RELATED LITERATURE

CHAPTER THREE     –       RESEARCH METHODS

3.1    Area of the Study

3.2    Research Design

3.3    Population of the Study

3.4    Sample and Sampling Technique

 

3.5    Instrument for Data Collection

3.6    Instrument Validation

3.7    Data Collection Technique

3.8    Method of Data Analysis

 

CHAPTER FOUR –    DATA ANALYSIS AND PRESENTATION

4.1    Data Analysis and Presentation

4.2    Discussion of Findings

CHAPTER FIVE

SUMMARY, RECOMMENDATIONS AND CONCLUSION

5.1    Summary

5.2    Recommendations

5.3    Conclusion

References

Appendix

 

CHAPTER ONE

INTRODUCTION

1.1   Background to the study

Classroom management techniques is one of the most important aspects of a teachers daily responsibilities, it is also one of the areas in which teacher’s are giving the most freedom to choose teaching techniques that will enhance learning. Moreover, according to Okwori (2023) classroom management techniques include permissive authoritative and democratic techniques. Indeed, applying any of these management techniques depend on the situation the teacher finds himself.

Moreover, classroom management technique according to Dylkuk (2015) includes bureaucratic management technique, autocratic management technique, democratic management technique and laissez-faire management technique.

 

CLASSROOM MANAGEMENT TECHNIQUES AND ACADEMIC PERFORMANCE IN AGRICULTURAL SCIENCE AMONG SECONDARY SCHOOL STUDENTS

However, autocratic management technique is the type that the manager (teacher) is self-centered. He is after the outcome, the teacher believes in himself mostly, decisions are made exclusively by the teacher, he dictates what should be done while the students follow without complain. There are no consultations before taking decision concerning students.

Okwori (2023) also asserted that one can only tell that classroom management techniques are effective if it is applied in a classroom situation and proven to be effective. Therefore, it is against this background that the researcher investigated classroom management techniques and academic performance in agricultural science among secondary school students.

 

1.2   Statement of the problem

Without a doubt, the importance of appropriate classroom management techniques in the realization of objectives of education cannot be overemphasized. Moreover, according to Okwori (2023) classroom management technique used in the classroom has a lot to do with students’ performance in the class.

The technique of classroom management enables teacher to utilize resources, influence students’ actions and facilitates changes in their behaviour in order to accomplish the instructional objectives. In addition, Okwori (2023) asserted that one can only tell that a classroom management technique is effective if it is applied in a classroom situation and proven to be effective.

Undeniably, the academic performance of students in external examinations has fallen below expectation of recent. Thus, this is highlighted by WAEC May/June 2015 result where only 38.64% or 616, 370 students secured five credits and above out of 1,605,248 candidates that registered for the examination Eguridu (2022). Consequently, this poor performance of students them motivated the researcher to examine classroom management techniques and academic performance in agricultural science among secondary school students.

 

1.3   Objective of the Study

This study examined classroom management techniques and academic performance in agricultural science among secondary school students. Specifically, the objectives include:

  • To determine the influence of teachers’ behaviour in the classroom on academic performance in agricultural science among secondary school students.
  • To determine the influence of classroom management techniques on students’ discipline.

 

1.4   Significance of the study

                The significance of this study includes the following:

  • To help the school and the teachers to manage a classroom adequately in order to improve upon the academic performance of students. 
  • To help the teacher to determine the classroom management techniques to be used in order to improve or achieved positive academic performance of students.
  • Lastly, the result of the finding will serve as reference materials for the future researchers.

 

Conclusion

Based on the finding and discussion made, the following conclusions were drawn.

  • Firstly, classroom management techniques have the tendencies of affecting student performance in the subject.
  • Secondly, classroom management technique has the tendencies of affecting student’s interest in learning the subject.
  • Lastly, classroom management technique has the tendencies of affecting students’ discipline which is a catalyst for positive performance in the subject.

 

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Joselyn Nya

My Name is Joselyn Nya A Publisher in Project Boss Team. I'm a Nigerian I'm a graduate/Educational Researcher. Project Boss Team. We are the best for Project materials and project writing services. Email: admin@projectboss.com.ng

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